从合作学习小组到学习共同体——语文课堂学习途径的转变

From Cooperative Learning Group to Learning Community: Approach Change in Chinese Classroom Learning

学习的本质是学习主体不断发现问题、解决问题的感知过程。在这个过程中学习者主动将周围环境的变化与自身已有的认知结构进行关联,最终突破原有的认识,重新构建认知体系和行为目标。合作学习小组实验证明,交互式学习方式有利于知识的接收、整合、内化和创造,但也暴露出诸多问题。根据学习共同体理论对课堂学习小组的构建加以调整,有利于克服合作学习小组的不足,实现语文课堂学习途径的有效转变。

The essence of learning is the perceiving process of learners＇ constantly discovering and solving problems, in which learners actively combine environmental change with their own cognitive structures, finally breaking through their original cognition to reconstruct cognitive system and behavior objectives. Research on cooperative learning group proves that interactive learning is conducive to receiving, integrating, internalizing and innovating different kinds of knowledge, but it is not without its disadvantages. However, learning community theory can compensate for the weakness of learning groups and effectively change Chinese classroom teaching for the better.